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Visiting Research Fellowship 2016Closing date: 18 March 2016
Completed applications must be emailed to [email protected]
1. Faculty of Human Sciences HostFamily name Marinus First name Eva Title DrEmail [email protected]/Centre Cognitive Science/CCD
2. Visiting FellowFamily name Tops First name Wim Title DrPosition Assistant professorEmail [email protected] Centre for Language and Cognition GroningenInstitution University of GroningenAddress line 1 PO Box 716Address line 2 9700 AS GroningenCountry The Netherlands
NOTE: Please refer to the Funding Rules for more detail on the completion of questions 3-5.
3. Proposed Research Plan (2 pages)
Significance & Aims of ResearchThere is growing global awareness of the importance of developing computational thinking and computer programming (coding) skills in the future generation (Wing, 2008). Last year, computational thinking was added to the Australian primary school curriculum from Kindergarten onwards (ACARA, 2012). Coding will be taught from Year 5 from this year onwards. However, there is little empirical evidence on how children learn coding and computational thinking skills, or what cognitive abilities they draw on to do so.
Therefore, the time is right for the start of a new field of research aiming to address these questions: Cognitive studies of the development of Coding and Computational Thinking.
Link between Host and Visiting Fellow & Aims of CollaborationOver the last year, Dr Marinus (the FoHS host) has initiated the development of this new field of research (see also www.cognition-of-coding.org). The combination of her experimental expertise in developmental educational research (see CV, sections a, b,c & d) and her organisational and supervision skills, puts her in an excellent position to further lead and develop this new field of research. In 2015, she familiarised herself with the literature, set up pilot studies, embedded Cognition of Coding within the CogSci teaching program (via an MRES year 1 Unit and student research internships) and presented her findings at the ARC Centre of Excellence in Cognition and its Disorders (CCD) Annual workshop. She also initiated collaborations both within the Department of Cognitive Science and with external researchers. Specifically, she initiated a potential collaboration with Dr Tops, and took the first steps towards developing a joint project. Together with Prof Nickels (MQ), Prof Bastiaanse (RUG), they successfully applied for a Joint PhD scholarship funded by Groningen University and Macquarie University that will start at the end of 2016 (see CV, section e). We have a strong candidate from Potsdam University, Germany (Mariella Paul) lined up to take this position (supervised by Tops, Marinus, Bastiaanse, & Nickels).
With the assistance of this Visiting Fellowship Dr Tops will visit for 8 weeks, and during this time we aim to take the first concrete steps to activate the new collaboration: 1) develop and initiate new projects within the field of cognition of coding; 2) apply for internal funding at our universities (e.g., ARC CCD Cross-program grant in 2016); 3) attract further joint PhD candidates (e.g., via Co-tutelle-Sandwich and IDEALAB (see http://em-idealab.com/projects.html ); 4) apply for external funding schemes in 2017 and 2018 (e.g., ARC Discovery Grant, European Horizon 2020, Marie Curie application).
Proposed projectsDuring Dr Tops’ visit we will focus on project development during which we will optimally draw on the combined knowledge and expertise of the Host and Visiting Fellow. Dr Marinus brings a solid background in Developmental Cognition and Education and expertise in conducting experimental research. This is complemented by Dr Tops’ strong background in Education and Linguistics and his clinical experience with adults and children with Learning Disabilities and Autism Spectrum Disorders (ASD). For both projects we will establish strong links with our Higher Degree research Programs, including both MRES students and PhD Students (via IDEALAB and Co-tutelle-Sandwich programmes). See below for a description of the two projects.
1. Disentangling the cognitive processes involved in language and computer programming acquisition Hamburger and Crain (1984) proposed that the acquisition of programming skills is strongly related to the acquisition of natural languages. So, one way to learn more about the underlying cognition of programming is by comparing performance in natural and programming languages and by
investigating whether similar cognitive skills are involved. This is the approach we want to take. During Dr Tops' visit, we will design specific off- and online experiments to test these hypotheses, which will subsequently be piloted at both MQ and RUG. This project will focus on typical development of programming skills.
2. Investigating programming expertise in individuals with an autism spectrum disorderAnother way to learn more about the acquisition of programming skills is by investigating the coding abilities and cognitive profiles in special populations, of which some members are known to have above average programming skills. This is the case for certain individuals with ASD. One of the explanations for their aptitude for programming may be that many of these individuals show above average performance in visuo-spatial skills, attentional focus, detail perception, and tolerance for repetition (Tops, Noens, & Baeyens, 2014). However, ASD is also characterized by problems in language domains, which seems to be in conflict with the prediction of earlier studies (e.g., Hamburger & Crain, 1984) that postulate a strong correlation between the performance on natural and programming languages. During the visit of Dr Tops we will design experiments to further investigate this interesting paradox. Here we will also collaborate with Dr Jon Brock (MQ) who has worked extensively with this population.
3. Additional ActivitiesIn addition to the specific projects above, Dr Tops will give a faculty lecture on the topic “Dyslexia and ASD in Higher education” and a seminar in the Macquarie University Reading Development and Disorders Research group. He will also attend other meetings of this fortnightly group enabling the group to benefit from his expertise and providing a natural means by which he can interact with researchers beyond Cognitive Science (see Question 5). He will also meet with students, postdocs and staff in small groups and one-to-one to share expertise and explore future collaboration (also see Question 5). This will include: 1) the Directors (Dr Kohnen, Prof. McArthur), Coordinator (Dr Banales) and staff at the Macquarie Cognitive Clinic for Reading to discuss assessment of learning difficulties in Higher Education; 2) Prof Castles to discuss reading in Urdu (PhD project); 3) Dr Brock to discuss potential collaborations in ASD.
Research environment in the host Department/Centre Dr Tops will be hosted by the Department of Cognitive Science and the ARC-CCD. Together these provide the optimal research environment for the project and visit. They provide a depth of cross disciplinary expertise in reading, autism spectrum disorder and language development drawn from the Faculty (CogSci, Psychology, Linguistics). This expertise both aligns with and complements Dr Tops' expertise. In addition, the Cognitive Science Department hosts the Macquarie Cognitive Clinic for Reading, which offers assessments to individuals with dyslexia (including Macquarie University Students), again aligning with Dr Tops’ clinical expertise.
Alignment with the University’s Strategic Research Framework 2015-2024.The proposed project and Dr Tops' visit align perfectly with two of the University's Research priorities. First, Healthy People, in so far as the project will address pedagogies for learning of coding, the cognitive processing underpinning this, and help our understanding of ASD. In addition, Dr Tops' expertise in dyslexia and ASD in Higher Education will inform Resilient Societies by facilitating inclusivity and equity for these individuals at MQ. Moreover, the visit and project clearly will assist in the university meeting its four key objectives: accelerate world-leading research performance (through building on an area of current expertise); prepare world ready higher degree research candidates (through a joint PhD candidate) deliver research with world-changing impact (through a new project in an area recognised as a priority by the Australian Government), engage as a world-recognised research collaborator of choice (through a new international collaboration).
Reference list
Australian Curriculum, Assessment and Reporting Authority. (2012). The shape of the Australian curriculum: technologies. Retrieved from www.accara.edu.au (14/03/2016).
Hamburger, H., & Crain, S. (1984). Acquisition of cognitive compiling. Cognition, 17, 85-136.
Tops, W., Noens, I., & Baeyens, D. (2014). Onderzoek naar de cognitieve en academische vaardigheden van studenten met een autismespectrumstoornis in het hoger onderwijs (Study into the cognitive and academic skills of higher education students with ASD). Tijdschrift voor Orthopedagogiek en Kinderpsychiatrie en Kinderpsychologie (Journal for Pedagogy, Child psychiatry and psychology), 39, 127-141.
Wing, J. M. (2008). Five deep questions in computing. Communications of the ACM, 51, 58-60.
4. Current Research Activities (200 words)
Dr Tops is an assistant professor at Dept of Neurolinguistics at the University of Groningen who has been establishing himself as an international leader in the fields of dyslexia in higher education and ASD. His research is highly innovative: he was one of the first to focus on cognitive profiles of adolescents with dyslexia for which he developed a diagnostic tool that can be used in all alphabetical languages. More recently, Dr Tops has been focussing on cognitive profiles of adults with ASD. Two international publications are submitted and/or in revision. Six Dutch refereed studies are already published ((see CV section b). The outcomes of his research on developmental disorders in adults will lead to novel and ground breaking interventions.
Dr Tops is affiliated to the Reading Research Centre Flanders (Ghent University), which has a world-renowned expertise in visual word recognition. Based on his expertise and outstanding research on ASD, he was also invited to join the Leuven Autism Research consortium (Leuven University).
Finally, Dr Tops has a strong track record as an expert-clinician. Since 2006 he has been coordinating an expertise centre for developmental disorders. He authored five books on Evidence Based Practice in developmental disorders.
5. Benefit of the Proposed Visit (1 page)To Host
This visit and the development of the prosed projects will directly assist Dr Marinus in building and solidifying her international reputation as an expert in the new field of Cognition of Coding and Computational Thinking. New collaborations can be hard to initiate, and particularly international collaborations given the 8-10 hour time difference with experts from Europe. Consequently, this new collaboration with Dr Tops will particularly benefit from the opportunity to work intensely and closely (face-to-face, instead of via Skype on a 8-10 hour time difference). This will build a foundation for future research projects, joint international MRES and PhD student supervision and external grant applications. For both parties it is really important to quickly establish a strong and convincing collaboration as well as a joint academic track record in Cognition of Coding in order to be competitive for external grants, which will enable expansion of this new field of research.
To Department, Faculty, and University Given the scope and significance of the proposed research and given the combined expertise of
Dr Tops and Dr Marinus, it will constitute a stable basis for a long-term fruitful collaboration between MQ and University of Groningen. Moreover, it will consolidate both researchers’ status as emerging internationally leading scientists.
Cognition of coding is an entirely new area of research and yet one that is clearly set to be of increasing importance given the recent emphasis worldwide on coding in the curriculum. Consequently this is an opportunity for the Department/Centre, Faculty and University to be at the cutting edge of research and to be acknowledged as a leader in the field.
The project/visit will result in publications in international journals, presentations at international conferences and submission of competitive external grant applications.
The project and visit will cement a new international relationship and assist in the recruitment of new international PhD students under the University's preferred Co-tutelle/Joint PhD model. This project has already attracted one such student, and is the first such project with funding from RUG. Macquarie International will visit RUG in March to discuss more Co-tutelle-Sandwich PhD constructions. This visit will stimulate the formation of more international collaborations.
There will be benefit from the facilitation of the Ph.D. project of IDEALAB PhD student Sana Haidry (supervisors: Prof Castles (MQ) and Prof Maassen (RUG)). Dr Tops has recently been brought on board as an additional supervisor and face to face meetings with Prof Castles will ensure this is on track and promote ongoing collaboration following Ms Haidry's submission (Oct 2016).
There will be benefit at all levels of the University through the increased expertise Dr Tops will bring to the MQ Cognition Clinic for Reading in the assessment of students with learning disabilities.
There will be benefit in the exchange of ideas regarding ASD between Dr Tops, Dr Brock and HDR students with the aim to develop a new collaborative stream in this domain.
6. Other funding sourceHave you sought / will you seek other source/s of funding to support the visit of the proposed Visiting Fellow?
Yes No
If ‘Yes’, please provide detailsFunding Source Amount Requested or
AwardedCentre for Language and Cognition Groningen $2,000 AwardedIDEALAB $2,000 AwardedMarco Polo $2,760.30 PendingARC CCD – Reading programme $2,000 Awarded
7. Budget and justification Eight weeks is a good length for a research visit because it provides enough time 1) to make significant progress on the two proposed projects with FoHS host Dr Marinus, including some first research output (review), 2) for Dr Tops to collaborate with Prof Castles and Prof Nickels on current IDEALAB projects in which they are all involved, and 3) to interact with and search for future collaborations with other members of the department and CCD.
Travel costs:Dr Tops will need transport from his home in Antwerp, Belgium to MQ. This will include return flights (Brussels to Sydney) plus return taxi transfers from Antwerp, Belgium to Brussels Airport and from Sydney Airport to Northern Sydney
Return flights from Brussels, Belgium to Sydney, Australia @ $1,601 (via www.atpi.nl, contact person Shahanna Bhatti)Taxi from Antwerp to Brussels (return) @ 2 x $ 231 = $462 (EUR 300) via www.nst-taxi.beTaxi from Sydney Airport to Northern Sydney (return) @ 2 x $70 = $140
Living costsA mid-long stay apartment in Northern Sydney close to public transport to MQ. We managed to arrange a special price for this period ($150/night) via http://www.stayz.com.au/accommodation/nsw/sydney/st-ivesRent for 8 weeks, service included $6,112.75.
Per diem for eight weeks (including transport) 54 x $55 = $2,970(based on MQ standard domestic per diem rate)
Total costs: $11.285,75
LESS $2000 (Centre for Language and Cognition Groningen)$2000 (International Doctorate in Experimental Approaches to Language and Brain)$2000 (ARC Centre of Excellence in Cognition and its Disorders)
Total funding requested from International Visiting Research Fellowship Scheme$11,285.75 - $6,000 = $5,285.75
8. Track records
CV FoHS Visiting Fellow Dr Tops
a. Qualifications and employment history (past ten years)
Qualifications
Behavioral Therapist Sept. 2013 – June 2016Faculty of Psychology, University of Leuven, Belgium
Ph.D. in Psychology (no grades attached to Ph.D.) Sept. 2009 – June 2012“Dyslexia in Higher Education: Assessment, writing skills, and metacognition.”Experimental Psychology, Ghent University, Belgium (this university does not attach grades to Ph.D. titles)
M.Sc. in Neurolinguistics (cum laude) Sept. 2007 – June 2008Department of Neurolinguistics, Faculty of Arts, University of Groningen, The Netherlands
M. Sc. in Linguistics Sept. 1999 – June 2001Department of Linguistics, Faculty of Arts, University of Leuven, Belgium
Employment history
Assistant professor Sept. 2013 - currentUniversity of Groningen, The Netherlands
Post-doctoral Researcher Sept. 2012 – Aug. 2013 Thomas More University College Antwerp, Belgium
Teaching assistant Sept. 2009 – June 2012 Department of Experimental Psychology, Ghent University, Belgium
Coordinator of Expertise Centre for Children and Sept. 2006 - currentadolescents with developmental disorders, Antwerp, Belgium
Teacher in secondary education Sept. 2004 – June 2012Sint-Pietersinstituut Turnhout, Belgium
b. Refereed publications from 2011 to date
Since 2011 my work has been cited 95 times through Google Scholar and 46 times through Web of Science.
Internationally peer reviewed
1. Tops, W. , Callens, M., Desoete, A., Stevens, M. & Brysbaert, M. (2014). Metacognition for Spelling in Higher Education Students with Dyslexia: Is There Evidence for the Dual Burden Hypothesis? PLoS ONE 9(9): e106550. doi:10.1371/journal.pone.0106550
2. Callens, M., Tops, W., Stevens, M., & Brysbaert, M. (2014). An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia. Annals of Dyslexia, 62, 186-203. doi: 10.1007/s11881-012-. 0072- 6.
3. Tops, W. , Callens, M., Bijn, E., & Brysbaert, M. (2014). Spelling in Dutch adolescents with dyslexia: Errors and modes of assessment. Journal of Learning Disabilities, 47, 295-306.
4. Tops, W. , Verguts, E., Callens, M., & Brysbaert, M. (2013). Do students with dyslexia have a different personality profile as measured with the Big Five? PloS One 8(5): e64484. doi:10.1371/journal.pone.0064484.
5. Callens, M., Whitney, C., Tops, W., & Brysbaert, M. (2013). No deficiency in left-to-right processing of words in dyslexia but evidence for enhanced visual crowding. Quarterly Journal of Experimental Psychology, 66, 1803-1817. doi: 10.1080/17470218.2013.766898
6. Tops, W. , Callens, M., Van Cauwenberghe, E., Adriaens, J., & Brysbaert, M. (2013). Beyond spelling: the writing skills of higher education students with dyslexia. Reading and Writing, 26,705-720. doi: 10.1007/s11145-012-9387-2
7. Tops, W. , Callens, M., Van Cauwenberghe, E., Adriaens, J., & Brysbaert, M. (2013). Beyond spelling: the writing skills of higher education students with dyslexia. Reading and Writing, 26,705-720. doi: 10.1007/s11145-012-9387-2
8. Callens, M., Tops, W., & Brysbaert, M. (2012). Cognitive profile of students who enter higher education with an indication of dyslexia. Plos One, 7. e38081. doi:10.1371/journal.pone.0038081 [equal contribution two first authors]
9. Mariën, P., Tops, W., Crols, R., Jonkers, R., De Deyn, P.P., & Verhoeven, J. (2012). Grammar disruption in a patient with Neurosweet Syndrome. Neurocase, 18. 235-247. doi: 10.1080/13554794.2011.588178 [equal contribution two first authors]
10. Tops, W. , Callens, M., Lammertyn, J., Van Hees, V., & Brysbaert, M. (2012). Identifying students with dyslexia in higher education. Annals of Dyslexia, 62, 186-203. doi: 10.1007/s11881-012-0072-6
Dutch peer reviewed
1. Tops, W. , Rouweler, L., Noens, I., & Baeyens, D. (in press). Lees- en schrijfproblemen bij jongvolwassenen met een autismespectrumstoornis (Reading and writing problems in young adults with ASD). Wetenschappelijk Tijdschrift Autisme.
2. Tops, W. (2016). Dyslexie en moderne vreemde talen (Dyslexia and foreign languages). Caleidoscoop.
3. Tops, W. , Heyns, E., & Van Broeck, N. (in press). Niets is wat het lijkt?! Cognitieve gedragstherapie als behandeling voor angststoornissen bij kinderen en adolescenten met ASS (Nothing is what it seems. CBT for anxiety disorders in children and adolescents with ASD). Tijdschrift voor Gedragstherapie.
4. Schietecatte, I., Noens, I., Bolckmans, C., Tops, W., & Baeyens, D. (2015). ADAPTI. Vragenlijst naar adaptieve vaardigheden voor jongvolwassenen met een autismespectrumstoornis 16-25 jaar (Questionnaire for adaptive skills in young adults with ASD 16-25 years). Antwerp, Belgium: Garant Uitgeverij.
5. Tops, W. , & Tops, V. (2015). De aanpak van lees- en spellingproblemen bij kinderen en jongvolwassenen met een autismespectrumstoornis (Treatment of reading and spelling problems in ASD). Logopedie, 3/2015, 49-54.
6. Tops, W. , & Boons, G. (2014). Dyslexie en moderne vreemde talen (Dyslexia and L2). Logopedie, 1/2014, 50-55.
7. Tops, W. , Baeyens, D., Schiettecatte, I., Geudens, A., Noens, I. (2014). KompASS Studie- en beroepskeuzeprogramma voor studenten met een autismespectrumstoornis (Kompass: a vocational program for students with ASD). Signaal: Significant voor de professionele hulpverlener, 87.
8. Tops, W. (2014). Onderzoek naar de woordenschat bij Vlaamse en Nederlandse kinderen door middel van de Jeugdwoordentest (Ugent) (Vocabulary in Flemish and Dutch children). Stem-, Taal- en Spraakpathologie, 19, 141-150.
9. Tops, W. , Noens, I., & Baeyens, D. (2014). Onderzoek naar de cognitieve en academische vaardigheden van studenten met een autismespectrumstoornis in het hoger onderwijs (Cognitive and academic profile of students with ASD in higher education). Tijdschrift voor Orthopedagogiek en Kinderpsychiatrie en Kinderpsychologie, 39, 127-141.
10. Tops, W. , Callens, M., Van Hees, V., Lammertyn, J., & Brysbaert, M. (2013). Diagnostiek bij jongvolwassenen met dyslexie. Een wetenschappelijk onderbouwd protocol (An EBP diagnostic protocol for young adults with dyslexia). Tijdschrift voor Orthopedagogiek en Kinderpsychiatrie en Kinderpsychologie, 3/2013, 90-100.
c. Best 10 career publications
1. Callens, M., Tops, W., & Brysbaert, M. (2012). Cognitive profile of students who enter higher education with an indication of dyslexia. Plos One, 7. e38081. doi:10.1371/journal.pone.0038081 [equal contribution two first authors] (citations = 22)
2. Mariën, P., Tops, W., Crols, R., Jonkers, R., De Deyn, P.P., & Verhoeven, J. (2012). Grammar disruption in a patient with Neurosweet Syndrome. Neurocase, 18. 235-247. doi: 10.1080/13554794.2011.588178 [equal contribution two first authors] (citations = 0)
3. Tops, W. , Callens, M., Lammertyn, J., Van Hees, V., & Brysbaert, M. (2012). Identifying students with dyslexia in higher education. Annals of Dyslexia, 62, 186-203. doi: 10.1007/s11881-012-0072-6 (citations = 9)
4. Tops, W. , Callens, M., Van Cauwenberghe, E., Adriaens, J., & Brysbaert, M. (2013). Beyond spelling: the writing skills of higher education students with dyslexia. Reading and Writing, 26,705-720. doi: 10.1007/s11145-012-9387-2 (citations = 2)
5. Callens, M., Whitney, C., Tops, W., & Brysbaert, M. (2013). No deficiency in left-to-right processing of words in dyslexia but evidence for enhanced visual crowding. Quarterly Journal of Experimental Psychology, 66, 1803-1817. doi: 10.1080/17470218.2013.766898 (citations = 7)
6. Tops, W. , Verguts, E., Callens, M., & Brysbaert, M. (2013). Do students with dyslexia have a different personality profile as measured with the Big Five? PloS One 8(5): e64484. doi:10.1371/journal.pone.0064484 (citations = 0)
7. Tops, W. , Callens, M., Bijn, E., & Brysbaert, M. (2014). Spelling in Dutch adolescents with dyslexia: Errors and modes of assessment. Journal of Learning Disabilities, 47, 295-306 (citations = 1)
8. Callens, M., Tops, W., Stevens, M., & Brysbaert, M. (2014). An exploratory factor analysis of the cognitive functioning of first-year bachelor students with dyslexia. Annals of Dyslexia, 62, 186-203. doi: 10.1007/s11881-012-. 0072- 6 (citations = 0)
9. Tops, W. , Callens, M., Desoete, A., Stevens, M. & Brysbaert, M. (2014). Metacognition for Spelling in Higher Education Students with Dyslexia: Is There Evidence for the Dual Burden Hypothesis? PLoS ONE 9(9): e106550. doi:10.1371/journal.pone.0106550 (citations = 0)
10. Tops, W. , Noens, I., & Baeyens, D. (2014). Onderzoek naar de cognitieve en academische vaardigheden van studenten met een autismespectrumstoornis in het hoger onderwijs (Study into the cognitive and academic skills of higher education students with ASD). Tijdschrift voor Orthopedagogiek en Kinderpsychiatrie en Kinderpsychologie, 39, 127-141. (citations = 0)
d. Awards and invited lectures
AwardsPromotion to Assistant Professor level 1 (2015)Finalist of lecturer of the year (Faculty of Arts, 2016)
Invited Lectures
1. Tops, W. (2015). Comorbidity in dyslexia, more rule than exception. [Conference contribution of the National SEN Conference, Ede, The Netherlands, 16/09/2015]. University of Groningen, The Netherlands.
2. Tops, W. (2015). Specific Language Impairment: what’s in a name. [Conference contribution of the National SEN Conference, Ede, the Netherlands, 16/09/2015]. University of Groningen, The Netherlands.
3. Tops, W. (2014). Dyslexia and ASD. [Conference contribution of the National Dyslexia Conference, Ede, the Netherlands, 29/01/2014]. University of Groningen, The Netherlands.
4. Tops, W. (2014). Dyslexia and second language learning. [Conference contribution of the National Dyslexia Conference, Ede, The Netherlands, 29/01/2014]. University of Groningen, The Netherlands.
5. Tops, W. , Baeyens, D., & Noens, I. (2014). Studying with ASD. [Conference contribution of Blik op onbeperkt Expertisecentrum Thomas More Code, 07/02/2014]. University of Groningen, The Netherlands.
6. Tops, W. (2014). Dyslexia in higher education. [IDEALAB Summer School, Berlin, Germany, 27/09/2014]. University of Groningen, The Netherlands.
7. Tops, W. (2014). Dyslexia and autism spectrum disorder in higher education. [IDEALAB Summer School, Berlin, Germany, 14/09/2014]. University of Groningen, The Netherlands.
8. Tops, W. , Callens, M., & Brysbaert, M. (2013). Diagnostic protocol for young adults with dyslexia. [Conference contribution of the National Dyslexia Conference, Ede, The Netherlands]. Thomas More University college, Belgium, Expertise Centre Code.
e. All current grant income
Foundation ICT Community for ASD (Koning Boudewijnstichting)AU$ 7,500 (2013)
Sandwich Joint PhD project (with Macquarie) Natural versus programming language: Similarities and differences in underlying cognitive processesTops, W., Bastiaanse, R., Nickels, L. & Marinus, E. AU$ 84,910 (2016-2018)
CV FoHS Host Dr Marinus
a. Qualifications and employment history (past ten years)
Qualifications
Ph.D. in Educational Sciences (cum laude) Jul. 2004 – Jan. 2010“Word-recognition processes in normal and dyslexic readers”Educational Sciences Department, University of Amsterdam, The Netherlands
M.Sc. in Clinical Developmental Psychology (cum laude) Sep. 1999 – Oct. 2003Psychology Department, University of Amsterdam, The Netherlands
Propaedeutic in Psychology (cum laude) Aug. 1998 – Sep. 1999 Psychology Department, University of Amsterdam, The Netherlands
Employment history
Post-doctoral Researcher Mar. 2012 – currentCCD Postdoc within the Reading Program, Macquarie University, Australia
Post-doctoral Researcher Mar. 2010 – Feb. 2012NWO Rubicon Fellow, Macquarie University, Australia
Post-doctoral Researcher Aug. 2009 – Jan. 2010
Educational Sciences Department, University of Amsterdam, The Netherlands
Graduate Teaching Assistant Jul. 2004 – Jul. 2009 Educational Sciences Department, University of Amsterdam, The Netherlands
School Psychologist Jan. 2004 – Jun. 2004“ABC” [Amsterdam’s Educational Counseling Service], The Netherlands
b. Refereed publications from 2011 to date
Since 2011 my work has been cited 157 times. Citation data was taken from Google Scholar.
1. Pritchard, S.C., Coltheart, M., Marinus, E., & Castles, A. (In Press). Modelling the acquisition of grapheme–phoneme correspondences within the dual-route cascaded model of reading aloud. Scientific Studies of Reading. (Citations = 0)
2. Marinus, E., Nation, K., & de Jong, P.F. (2015). Density and length in the neighbourhood: Explaining cross-linguistic differences in learning to read in English and in Dutch. Journal of Experimental Child Psychology, 139, 127-147. (Citations = 1)
3. Schmalz, X., Marinus, E., Coltheart, M., & Castles, A. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin and Review, 22(6), 1614-1629. (Citations = 0)
4. Wang, H.-C., Marinus, E., Castles, A., & Nickels, L. (2014). Tracking orthographic learning in children with different profiles of reading difficulty. Frontiers in Human Neuroscience, 8, 468. (Citations = 2)
5. Schmalz, X., Marinus, E., Robidoux, S., Palethorpe, S., Castles, A., & Coltheart, M. (2014). Quantifying the reliance on different sublexical correspondences in German and English. Journal of Cognitive Psychology. (Citations = 1)
6. Schmalz, X., Marinus, E., & Castles, A. (2013). Phonological decoding or direct access? Regularity effects in lexical decision in Grade 3 and 4 children. Quarterly Journal of Experimental Psychology, 66, 338-346. (Citations = 13)
7. Marinus, E. , Kohnen, S., & McArthur, G. (2013). Australian comparison data for the test of word reading efficiency. Australian Journal of Learning Difficulties, 18(2), 199-212. (Citations = 3)
8. Marinus, E. , de Jong, P.F., & van der Leij, A. (2012). Increasing word-reading speed in poor readers: No additional benefits of explicit letter-cluster training. Scientific Studies of Reading, 16, 166-185. (Citations = 10)
9. McArthur, G., Eve, P., Jones, K., Banales, E., Kohnen, S., Anandakumar, T., Larsen, L., Marinus, E., Wang, H.-C., & Castles, A. (2012). Phonics training for English-speaking poor readers. Cochrane Database of Systematic Reviews, 12. (Citations = 24)
10. Marinus, E. & de Jong, P.F. (2011). Dyslexic and typical-reading children use vowel digraphs as perceptual units in reading. Quarterly Journal of Experimental Psychology, 64, 504-516. (Citations = 5)
c. Best 10 career publications
1. Marinus, E., Nation, K., & de Jong, P.F. (2015). Density and length in the neighbourhood: Explaining cross-linguistic differences in learning to read in English and in Dutch. Journal of Experimental Child Psychology, 139, 127-147. (Citations = 1)
2. Schmalz, X., Marinus, E., Coltheart, M., & Castles, A. (2015). Getting to the bottom of orthographic depth. Psychonomic Bulletin and Review, 22(6), 1614-1629. (Citations = 0)
3. Wang, H.-C., Marinus, E., Castles, A., & Nickels, L. (2014). Tracking orthographic learning in children with different profiles of reading difficulty. Frontiers in Human Neuroscience, 8, 468. (Citations = 2)
4. Schmalz, X., Marinus, E., & Castles, A. (2013). Phonological decoding or direct access? Regularity effects in lexical decision in Grade 3 and 4 children. Quarterly Journal of Experimental Psychology, 66, 338-346. (Citations = 13)
5. Marinus, E. , de Jong, P.F., & van der Leij, A. (2012). Increasing word-reading speed in poor readers: No additional benefits of explicit letter-cluster training. Scientific Studies of Reading, 16, 166-185. (Citations = 10)
6. McArthur, G., Eve, P., Jones, K., Banales, E., Kohnen, S., Anandakumar, T., Larsen, L., Marinus, E., Wang, H.-C., & Castles, A. (2012). Phonics training for English-speaking poor readers. Cochrane Database of Systematic Reviews, 12. (Citations = 24)
7. Marinus, E. & de Jong, P.F. (2011). Dyslexic and typical-reading children use vowel digraphs as perceptual units in reading. Quarterly Journal of Experimental Psychology, 64, 504-516. (Citations = 5)
8. Marinus, E. & de Jong, P.F. (2010). Variability in the word reading performance of dyslexic readers: Effects of word length and digraph presence. Cortex, 46, 1259-1271. (Citations = 35)
9. de Jong, P.F., Bitter, D.J.L., van Setten, M., & Marinus, E. (2009). Does phonological recoding occur during silent reading, and is it necessary for orthographic learning? Journal of Experimental Child Psychology, 104, 267-282. (Citations = 34)
10. Marinus, E. , & de Jong, P.F. (2008). The use of sublexical clusters in normal and dyslexic readers. Scientific Studies of Reading, 12, 253-280. (Citations = 28)
d. Awards and invited lectures
Awards
2012 Promotion to Lecturer (Level B)
2010 The Rebecca L. Sandak Young Investigator Award (Society for the Scientific Study of Reading)
Invited Lectures
1. Marinus, E. (2015, November). The Cognition of Coding and Computational Thinking: The start of a new field of research in Cognitive Science. Invited presentation at the ARC Centre of Excellence in Cognition and its Disorders (CCD) Annual workshop, Macquarie University, Sydney.
2. Marinus, E. (2015, September). Learning to read in different languages: The influence of orthographic depth and density. Invited colloquium at the MARCS Institute Seminar Series, Western Sydney University, Sydney.
3. Marinus, E. (2015, April). How to improve reading fluency. Invited keynote speaker at the Reading and Spelling Development and Remediation Conference, hosted by the Reading Program of the ARC Centre of Excellence in Cognition and its Disorders, Macquarie University, Sydney, Australia.
4. Marinus, E. (2012, 2013, 2014, second semester). Language and language disorders. Guest Lectures for neuropsychology course at Macquarie University, Sydney, Australia.
5. Marinus, E. , Kohnen, S. & McArthur, G (2013, March). Treating poor reading fluency: The effect of syllable training. The first results. Paper presented at MuLTiLit (Making up Lost Time in Literacy, reading remediation centre), Sydney, Australia.
6. Marinus E. , (2011, 2012, second semester). How do children learn to read? Guest Lectures for psycholinguistic course at Macquarie University, Sydney, Australia.
7. Marinus, E. , Kohnen, S. & McArthur, G (2011, February). Treating poor reading fluency: The effect of syllable training. Designing the study. Paper presented at MuLTiLit (Making up Lost Time in Literacy, reading remediation centre), Sydney, Australia.
8. Marinus, E. , de Jong, P.F. & Nation, K. (2008, October). Are digraphs processed as perceptual units in normal reading and dyslexic children? Paper presented at the Workshop Seminar, Macquarie Center for Cognitive Science, Sydney, Australia.
9. Marinus, E. , & de Jong, P.F. (2008, June). Word-length effects and sensitivity to orthographic neighbourhood size in dyslexic and normal reading children. Paper presented at the ISED Symposium "Domain- General and Domain-Specific Cognitive Processes in the Development of Learning Disabilities", Amsterdam, The Netherlands.
10. Marinus, E. , & de Jong, P.F. (2007, November). Word-recognition processes in normal reading and dyslexic children. Paper presented at the Department of Experimental Psychology, Oxford, UK.
11. Marinus, E. , & de Jong, P.F. (2007, May). "Is 'bak' easier than 'gym'? The influence of neighbourhood size on the reading speed of children with and without reading disabilities. Paper presented at the PI Research, Duivendrecht, The Netherlands.
e. All current grant income
Università degli Studi di Padova, Italy What is Orthographic Depth? Behavioural and Computational StudiesMulatti, C., Castles, A., Coltheart, M., Schmalz, X., Marinus, E. AU$ 69,762 (2015-2016)
Sandwich Joint PhD project with RUG (Groningen University), the NetherlandsNatural versus programming language: Similarities and differences in underlying cognitive processesTops, W., Bastiaanse, R., Nickels, L., & Marinus, E.AU$ 84,910 (2016-2018)
9. Proposed timing and duration of the visitDates Arrive: 30/06/2016 Depart: 22/08/2016Number of weeks (3 weeks minimum) 8 weeks
10. Certification by the applicant (Faculty of Human Sciences host)
Name: Eva Marinus
Signature:
Date:17/3/2016
11. Head of Department’s Declaration of Support
I, __Genevieve McArthur____________________________, as Head of Department certify that the details in this application are correct and that the Department/Centre has the capacity to host the proposed Fellow.
Name: Genevieve McArthur
Signature:
Date: 17/3/2016
